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CBO Service-Learning Success Stories
History Comes Alive...In Our Own Backyard!
After taking a history walk around our neighborhood, students began an ongoing cross-curricular project centered around an abandoned family cemetery. Students have documented the history of the Thomas Eddie Family, memorialized in the cemetery. They have added to the Sunset Hills historical archives. Upon discoverin that Thomas Eddie was a mountain man, and one of the 7 trappers of the Rocky Mountain Fur Expedition before becoming one of the first settlers in our area, students became determined to preserve his legacy. Students cleaned up his abandoned family cemetery, raised funds for a granite marker and dedicated the marker with the help of the Daughters of the American Revolution. Students enlisted help of experts to restore broken tombstones. After learning through oral histories that the Eddie family slaves were buried on the site but unmarked, the students designed and installed a memorial garden to the Eddie Slaves. The students raised funds to replace the broken down fence surrounding the 
cemetery. Students hold open houses at the cemetery to share with the community what they have learned about our neighborhood history.
Students are now empowered to take on more local historic preservation projects and plan to work on collecting oral histories in the neighborhood. Former students return to mentor current students, present at conferences from student perspective. Students have received letters and thank yous from the neighborhood for their clean-up efforts. We received a National Character Education Best Practices Award. Students are invited to be honorary members of the Historical Society.
For more information about this project, please contact: Mrs. Jane Hake, Lindbergh School District, 12225 Eddie Park Rd., St. Louis, MO 63127, jhake@lindberghschools.ws, http://www.ateachingheart.blogspot.com
After taking a history walk around our neighborhood, students began an ongoing cross-curricular project centered around an abandoned family cemetery. Students have documented the history of the Thomas Eddie Family, memorialized in the cemetery. They have added to the Sunset Hills historical archives. Upon discoverin that Thomas Eddie was a mountain man, and one of the 7 trappers of the Rocky Mountain Fur Expedition before becoming one of the first settlers in our area, students became determined to preserve his legacy. Students cleaned up his abandoned family cemetery, raised funds for a granite marker and dedicated the marker with the help of the Daughters of the American Revolution. Students enlisted help of experts to restore broken tombstones. After learning through oral histories that the Eddie family slaves were buried on the site but unmarked, the students designed and installed a memorial garden to the Eddie Slaves. The students raised funds to replace the broken down fence surrounding the cemetery. Students hold open houses at the cemetery to share with the community what they have learned about our neighborhood history. Students are now empowered to take on more local historic preservation projects and plan to work on collecting oral histories in the neighborhood. Former students return to mentor current students, present at conferences from student perspective. Students have received letters and thank yous from the neighborhood for their clean-up efforts. We received a National Character Education Best Practices Award. Students are invited to be honorary members of the Historical Society.
For more information about this project, please contact: Mrs. Jane Hake, Lindbergh School District, 12225 Eddie Park Rd., St. Louis, MO 63127, jhake@lindberghschools.ws, http://www.ateachingheart.blogspot.com
Project FLOW’s Day of Service T-Shirt: A New Use of Social Media by Volunteer WV
Project FLOW – Future Leaders of Watersheds subgrantees submitted t-shirt designs for the FLOW Day of Service T-Shirt. Hand-drawn designs were transferred to electronic media and posted on the VolunteerWV Blog. FLOW youth exercised their democratic right and voted on the design they preferred during a two week period. The winning design was placed on the back of the service day t-shirt.
Participating youth received and wore the shirt during the service day event. This process was an effective youth voice exercise. Youth developed a connection to other youth and understood that FLOW Day of Service was larger than just their individual event.
Over fifteen service events focused on watershed improvements including tree plantings, public education events, recycling at a marathon event, and river clean ups. Several blogs were posted describing subgrantees' day of service events on VolunteerWV blog or on subgrantees own organizational blogs. FLOW Day of Service from April 18 to April 25, 2009 coincided with Earth Day and Youth Global Service Days.
For more information about this project, please contact: Sherry Swint, Project FLOW Coordinator, Volunteer West Virginia, Sherry.l.swint@wv.gov, http://www.volunteerwv.org/nd/index_projectflow.cfm
Project FLOW – Future Leaders of Watersheds subgrantees submitted t-shirt designs for the FLOW Day of Service T-Shirt. Hand-drawn designs were transferred to electronic media and posted on the VolunteerWV Blog. FLOW youth exercised their democratic right and voted on the design they preferred during a two week period. The winning design was placed on the back of the service day t-shirt. Participating youth received and wore the shirt during the service day event. This process was an effective youth voice exercise. Youth developed a connection to other youth and understood that FLOW Day of Service was larger than just their individual event.
Over fifteen service events focused on watershed improvements including tree plantings, public education events, recycling at a marathon event, and river clean ups. Several blogs were posted describing subgrantees' day of service events on VolunteerWV blog or on subgrantees own organizational blogs. FLOW Day of Service from April 18 to April 25, 2009 coincided with Earth Day and Youth Global Service Days. For more information about this project, please contact: Sherry Swint, Project FLOW Coordinator, Volunteer West Virginia, Sherry.l.swint@wv.gov, http://www.volunteerwv.org/nd/index_projectflow.cfm
4-H'ers Stitching Up Service To Others
The Wood County 4-H program in Ohio USA is a key leader in the area of service learning through the art of quilting. For the past five years 4-H members and volunteers have created more than 110 quilts for cancer patients, domestic violence victims, teenage mothers and individuals in need identified by 4-H members. This year 50 members, have gathered together to construct quilts for the Neonatal Unit at St. Vincent Mercy Children's Hospital in Toledo. "I believe the best thing we can do in life is give service to others and that is part of the mission of 4-H, to pledge our hands to larger service," said Jennifer Morlock, Program Assistant, 4-H Youth Development in Wood County. "I have found a way to instill this value in 4-H members through quilting. There is no greater feeling than watching 4-H'ers construct a quilt side by side with a mentor, ... then see them give their labor of love to someone who desperately needs support at a difficult time."
The mentors are often the members' mother or grandmother. They can also be a 4-H advisor, sister or another friend. Participants learn, or continue to improve on, the skills required to make quilts, develop or enhance a relationship with a caring adult, and discover the dramatic role quilts can play in the lives of others. Participants also continue to come back and construct quilts long after they have graduated from the 4-H program. "I have 4-H alumni who have built a connection with past program recipients. They have built a foundation for the next generation that recognizes service for others," she added. This year, since the quilts are smaller in size, participants are focusing on learning the art of hand quilting.
The quilters will have the opportunity to personally deliver their quilts to the hospital in late August, including a visit to the Neonatal Unit. "I am looking forward to this trip not only for my alumni quilters, but to see the reaction of my new participants." The quilting project has not only been a part of the traditional 4-H program, it has also been brought into the elementary classroom. In the past four years, fourth-grade students at three local elementary schools have had the opportunity to study the history of quilting, learn how quilts are connected to agriculture, construct blocks, and have a completed quilt to donate to a program or individual of their choice. "It is another way to enhance the 4-H practice of 'learn by doing' and 'service for others' in a classroom environment," If you would like more information about the quilters and the Wood County 4-H program, visit the Web site at www.wood.osu.edu and click on the 4-H Clover.
For more information on this project, please contact Jennifer Morlock, Wood County Ohio 4-H, OSU Extension, 639 South Dunbridge Rd. Ste. 1, Bowling Green, OH, 43402, morlock.3@osu.edu, http://wood.osu.edu/wood-county-4-h/wood-county-4-h-homepage.
The Wood County 4-H program in Ohio USA is a key leader in the area of service learning through the art of quilting. For the past five years 4-H members and volunteers have created more than 110 quilts for cancer patients, domestic violence victims, teenage mothers and individuals in need identified by 4-H members. This year 50 members, have gathered together to construct quilts for the Neonatal Unit at St. Vincent Mercy Children's Hospital in Toledo. "I believe the best thing we can do in life is give service to others and that is part of the mission of 4-H, to pledge our hands to larger service," said Jennifer Morlock, Program Assistant, 4-H Youth Development in Wood County. "I have found a way to instill this value in 4-H members through quilting. There is no greater feeling than watching 4-H'ers construct a quilt side by side with a mentor, ... then see them give their labor of love to someone who desperately needs support at a difficult time." The mentors are often the members' mother or grandmother. They can also be a 4-H advisor, sister or another friend. Participants learn, or continue to improve on, the skills required to make quilts, develop or enhance a relationship with a caring adult, and discover the dramatic role quilts can play in the lives of others. Participants also continue to come back and construct quilts long after they have graduated from the 4-H program. "I have 4-H alumni who have built a connection with past program recipients. They have built a foundation for the next generation that recognizes service for others," she added. This year, since the quilts are smaller in size, participants are focusing on learning the art of hand quilting.
The quilters will have the opportunity to personally deliver their quilts to the hospital in late August, including a visit to the Neonatal Unit. "I am looking forward to this trip not only for my alumni quilters, but to see the reaction of my new participants." The quilting project has not only been a part of the traditional 4-H program, it has also been brought into the elementary classroom. In the past four years, fourth-grade students at three local elementary schools have had the opportunity to study the history of quilting, learn how quilts are connected to agriculture, construct blocks, and have a completed quilt to donate to a program or individual of their choice. "It is another way to enhance the 4-H practice of 'learn by doing' and 'service for others' in a classroom environment," If you would like more information about the quilters and the Wood County 4-H program, visit the Web site at www.wood.osu.edu and click on the 4-H Clover.
For more information on this project, please contact Jennifer Morlock, Wood County Ohio 4-H, OSU Extension, 639 South Dunbridge Rd. Ste. 1, Bowling Green, OH, 43402, morlock.3@osu.edu, http://wood.osu.edu/wood-county-4-h/wood-county-4-h-homepage.
LYO in the FLOW
Two thousand gallons of water may sound like a lot, but if you're trying to carry water for all your household needs, it's really just a drop in the bucket. The community of Prenter, WV has been dealing with contaminated groundwater/well water for several years now, and Community Lutheran Partners, Inc, working with the Lutheran Youth Organization and a Future Leaders of Watersheds grant were able to provide this water to a community of about 200 households. Due to mining activities in the area, the community's water supply contains hazardous amounts of chemicals such as lead, mercury, arsenic, iron, manganese and other toxic elements. Over the past several years the community has experienced illnesses such as kidney cancers, brain tumors, gallbladder removal, and dental problems- all associated with the levels of heavy metals in their drinking water.
The community has been working to get municipal water lines installed in this rural area, and work has begun on that project. Until then, these households carry water for all their drinking and cooking purposes. LYO in the FLOW provided about 10 gallons of water per household, and as the students learned about groundwater contamination and the health effects on the community, they were determined to go home and share this story so that others might respond to the needs in Prenter as well.
For more information on this project, please contact Ms. Sarah Soltow, Community Lutheran Partners, Inc., PO Box 174, Shepherdstown, WV, 25443, clp.inc@citlink.net, http://www.clp-online.org.
Two thousand gallons of water may sound like a lot, but if you're trying to carry water for all your household needs, it's really just a drop in the bucket. The community of Prenter, WV has been dealing with contaminated groundwater/well water for several years now, and Community Lutheran Partners, Inc, working with the Lutheran Youth Organization and a Future Leaders of Watersheds grant were able to provide this water to a community of about 200 households. Due to mining activities in the area, the community's water supply contains hazardous amounts of chemicals such as lead, mercury, arsenic, iron, manganese and other toxic elements. Over the past several years the community has experienced illnesses such as kidney cancers, brain tumors, gallbladder removal, and dental problems- all associated with the levels of heavy metals in their drinking water. The community has been working to get municipal water lines installed in this rural area, and work has begun on that project. Until then, these households carry water for all their drinking and cooking purposes. LYO in the FLOW provided about 10 gallons of water per household, and as the students learned about groundwater contamination and the health effects on the community, they were determined to go home and share this story so that others might respond to the needs in Prenter as well. For more information on this project, please contact Ms. Sarah Soltow, Community Lutheran Partners, Inc., PO Box 174, Shepherdstown, WV, 25443, clp.inc@citlink.net, http://www.clp-online.org.
Stanislaus County Chavez Clubs Celebrate Chavez Day of Service
My name in Kimberly Ramsingh and I am currently serving as an AmeriCorps*VISTA which stands for Volunteers in Service to America at the Stanislaus Office of Education in California. As a volunteer, I came to Modesto from the east coast to donate my time and energy in promoting the Cesar E. Chavez Service Clubs to assist families in moving out of poverty through educational service-learning projects. For the past six months, I have been working with the Office of Education and various other organizations to support and advance this program in low-income areas locally. I would like to share a very special story about a collaborative event our clubs participated in on Tuesday, March 31, 2009, also recognized as the Cesar E. Chavez Day of Service. Following a story in the local newspaper entitled, "Homeless Sleep-out in Turlock: Students Try to Illustrate Human Cost," our clubs decided to do a service-learning project inspired by this article. The goal was to educate middle school students about stereotypes and social perceptions that exist in their local community and how to overlook these perceptions and develop a respect for humanity and life. We organized a clothing drive and created hygiene kits for local members of our community that were homeless. In addition, 30 local organizations set up informational booths and we provided free food at the Cesar E. Chavez Park in Modesto. Volunteers also assisted in a beautification project for the park and there was an educational zone where people could learn about Mr. Chavez. This project was a collaborative effort put together by the Cesar E. Chavez Service Clubs, the LRC, City of Modesto Parks and Recreation Department, Stanislaus Office of Education, City of Modesto Firefighters, Anthem Blue Cross, the Patient Advocate and M.E.Ch.A. This was truly a community event. It is our hope to share this story and inspire others to become more civically engaged. To date, our clubs have collected about $7,000 in donated items during the academic year for projects that benefited the needy. Our students have also engaged in over 5,800 community service hours this past year. I would like to extend by sincere appreciation to these students and the local organizations that continue the Chavez legacy. As a community, we show that no matter how challenging the situation, together, it can be done. Si Se Puede!
See the Article.
For more information about this project, please contact Ms. Kimberly Ramsingh at Cesar E. Chavez Service Clubs- Stanislaus County, Stanislaus Office of Education, Prevention Programs, 1100 H Street, Modesto, CA 95354, kramsingh@stancoe.org - http://yscal.org/cm/Home.html.
My name in Kimberly Ramsingh and I am currently serving as an AmeriCorps*VISTA which stands for Volunteers in Service to America at the Stanislaus Office of Education in California. As a volunteer, I came to Modesto from the east coast to donate my time and energy in promoting the Cesar E. Chavez Service Clubs to assist families in moving out of poverty through educational service-learning projects. For the past six months, I have been working with the Office of Education and various other organizations to support and advance this program in low-income areas locally. I would like to share a very special story about a collaborative event our clubs participated in on Tuesday, March 31, 2009, also recognized as the Cesar E. Chavez Day of Service. Following a story in the local newspaper entitled, "Homeless Sleep-out in Turlock: Students Try to Illustrate Human Cost," our clubs decided to do a service-learning project inspired by this article. The goal was to educate middle school students about stereotypes and social perceptions that exist in their local community and how to overlook these perceptions and develop a respect for humanity and life. We organized a clothing drive and created hygiene kits for local members of our community that were homeless. In addition, 30 local organizations set up informational booths and we provided free food at the Cesar E. Chavez Park in Modesto. Volunteers also assisted in a beautification project for the park and there was an educational zone where people could learn about Mr. Chavez. This project was a collaborative effort put together by the Cesar E. Chavez Service Clubs, the LRC, City of Modesto Parks and Recreation Department, Stanislaus Office of Education, City of Modesto Firefighters, Anthem Blue Cross, the Patient Advocate and M.E.Ch.A. This was truly a community event. It is our hope to share this story and inspire others to become more civically engaged. To date, our clubs have collected about $7,000 in donated items during the academic year for projects that benefited the needy. Our students have also engaged in over 5,800 community service hours this past year. I would like to extend by sincere appreciation to these students and the local organizations that continue the Chavez legacy. As a community, we show that no matter how challenging the situation, together, it can be done. Si Se Puede! See the Article.
For more information about this project, please contact Ms. Kimberly Ramsingh at Cesar E. Chavez Service Clubs- Stanislaus County, Stanislaus Office of Education, Prevention Programs, 1100 H Street, Modesto, CA 95354, kramsingh@stancoe.org - http://yscal.org/cm/Home.html.
Student Volunteers Dish the Dirt at Environmental Event (Learn and Serve America Grantee)
BREATHE LA O24u Environmental Education Program and O24u Online provided day-long activities and games at Museum of Natural History Sustainable Sunday on February 22, 2009. Families and children of all ages enjoyed fun learning activities led by BREATHE LA service learning volunteers and staff from the popular BREATHE LA O24u Online and O24u Environmental Education Program including an eco-system Terrarium and hand made Smog Catcher! In addition to all the smiling children and families who enjoyed our BREATHE LA O24u activities, we send a special thanks to our great team of volunteers. Our student volunteers stood out in their bright green O24u logo T-shirts, for helping to make the day long event fun and informative for children and families! The museum reported 1,648 visitors attended Sustainable Sunday on February 22, 2009...no wonder BREATHE LA O24u activities tables were such an exciting and popular destination! O24u is fondly known as the program for 'Kids Who Care About Clean Air" and it 
certainly showed in the enthusiasm of children who gathered at BREATHE LA O24u activity tables to make 300 terrariums and 325 smog catchers. Special guest ECOS (a costumed character kind of like a green Barney) was BREATHE LA environmental entertainment partner for the day. ECOS and Earthman Dan entertained with earth friendly skits at Sustainable Sunday and entertained young children with a lively recycling and solar power skit presented several times during the day. BREATHE LA and student volunteers enjoyed a fun earth-friendly event. At BREATHE LA, Volunteers make it happen!
See the Article.
For more information about this project, please contact Ms. Julia Robinson Shimizu at Breathe California of Los Angeles County (BREATHE LA), 5858 Wilshire Blvd, Suite 300, Los Angeles, CA 90036, jrobinsonshimizu@breathela.org - http://www.breathela.org.
BREATHE LA O24u Environmental Education Program and O24u Online provided day-long activities and games at Museum of Natural History Sustainable Sunday on February 22, 2009. Families and children of all ages enjoyed fun learning activities led by BREATHE LA service learning volunteers and staff from the popular BREATHE LA O24u Online and O24u Environmental Education Program including an eco-system Terrarium and hand made Smog Catcher! In addition to all the smiling children and families who enjoyed our BREATHE LA O24u activities, we send a special thanks to our great team of volunteers. Our student volunteers stood out in their bright green O24u logo T-shirts, for helping to make the day long event fun and informative for children and families! The museum reported 1,648 visitors attended Sustainable Sunday on February 22, 2009...no wonder BREATHE LA O24u activities tables were such an exciting and popular destination! O24u is fondly known as the program for 'Kids Who Care About Clean Air" and it certainly showed in the enthusiasm of children who gathered at BREATHE LA O24u activity tables to make 300 terrariums and 325 smog catchers. Special guest ECOS (a costumed character kind of like a green Barney) was BREATHE LA environmental entertainment partner for the day. ECOS and Earthman Dan entertained with earth friendly skits at Sustainable Sunday and entertained young children with a lively recycling and solar power skit presented several times during the day. BREATHE LA and student volunteers enjoyed a fun earth-friendly event. At BREATHE LA, Volunteers make it happen! See the Article.
For more information about this project, please contact Ms. Julia Robinson Shimizu at Breathe California of Los Angeles County (BREATHE LA), 5858 Wilshire Blvd, Suite 300, Los Angeles, CA 90036, jrobinsonshimizu@breathela.org - http://www.breathela.org.
"Brushing Bunny"...teaching disadvantaged youth about oral hygiene (Learn and Serve America Grantee)
A group of YHSC students identified the issue of unmet oral health care needs of children living in poverty. The group was led by a student who is interested in pursuing a career in dentistry. A local pediatric dentist met with the students to teach them about unmet oral health care needs in their community. The students developed a book titled Brushing Bunny" to read to elementary school students. Brushing Bunny and his friends Flossing Fish Cavity Cat and Mr. Toothy teach children about good oral hygiene habits. The YHSC read "Brushing Bunny" to elementary school students in local after school program and family shelters. Students created stuffed animals representing the book's characters were created and gave them away to the elementary school students along with a dental kit including toothbrush floss and timer."
For more information about this project, please contact Ms. Patricia Harrity at Northwestern CT AHEC, 530 Middlebury Rd., Suite 212B, Middlebury, CT 06762, pharrity@nwctahec.org - http://www.yhsc.org.
A group of YHSC students identified the issue of unmet oral health care needs of children living in poverty. The group was led by a student who is interested in pursuing a career in dentistry. A local pediatric dentist met with the students to teach them about unmet oral health care needs in their community. The students developed a book titled Brushing Bunny" to read to elementary school students. Brushing Bunny and his friends Flossing Fish Cavity Cat and Mr. Toothy teach children about good oral hygiene habits. The YHSC read "Brushing Bunny" to elementary school students in local after school program and family shelters. Students created stuffed animals representing the book's characters were created and gave them away to the elementary school students along with a dental kit including toothbrush floss and timer."For more information about this project, please contact Ms. Patricia Harrity at Northwestern CT AHEC, 530 Middlebury Rd., Suite 212B, Middlebury, CT 06762, pharrity@nwctahec.org - http://www.yhsc.org.
Indian Creek Watershed Association: Watershed Heroes "Mountain View Summer School Scientists" (Learn and Serve America Grantee)
How clean is the water in Monroe County? This past summer, 18 Monroe County students in West Virginia worked with the Indian Creek Watershed Association to find the answer to that question.
On June 25, fifth through ninth grade students embarked on a six-week program, called Mountain View Summer School Scientists, which aimed to help them study both chemical and biological elements of various sites along Indian and Turkey Creeks in their county.
In an average week, Summer Scientists made two field trips. Students visited up to three different creek sites on each trip and were accompanied by an experienced geologist who explained the different geological aspects of the rocks and landscapes the students encountered. Students had the opportunity to see creek-side restoration while learning about the process and understanding the purpose of the restoration. They also learned about cave springs, testing water for E.coli and other bacteria, and the process of grinding grain from a historic local mill. While at the sites, students took notes in journals and later used in the classroom to compose essays presenting their findings logically and sequentially.
A typical day for the Summer Scientists began at 8:30 a.m. with a nutritious breakfast followed by classroom work involving writing or scientific studies. Students would then lunch at the school and head to the only local pool for fun or participate in enrichment activities such as are or physical exercise.
Toward the end of the summer program, students were given the opportunity to create a watershed mural on the front of the main building of the local pool. The mural creation was overseen by local artists Joan Menard and John Mullens, who designed the mural based on ideas from the students. Each student participated in the creation of the mural, whether through designing layouts, peeling paint, priming walls, or drawing and painting. In addition to creating the mural, the students participated in a journalism project where they interviewed local residents on their opinion of the mural and its impact on the community.
At the completion of the program, students composed a paper, titled "Summer Science Student Report: A Close Examination of the Monroe County Watershed," which detailed their observations throughout the program.
Funding for the summer project was provided through a Project FLOW (Future Leaders of Watersheds) grant from the West Virginia Commission for National and Community Service as well as state and federal 21st Century Community Learning Center funds for the Monroe County School system. For more information about this project, or to obtain a copy of the student-written final report, please contact Sherry Swint, program coordinator for Project FLOW, at (304) 558-0111 or by emailing Sherry.L.Swint@wv.gov.
For more information about this project, please contact Ms. Sherry Swint at Project FLOW, 710 Central Ave., Charleston, WV 25302, Sherry.L.Swint@wv.gov - http://www.volunteerwv.org.
How clean is the water in Monroe County? This past summer, 18 Monroe County students in West Virginia worked with the Indian Creek Watershed Association to find the answer to that question.
On June 25, fifth through ninth grade students embarked on a six-week program, called Mountain View Summer School Scientists, which aimed to help them study both chemical and biological elements of various sites along Indian and Turkey Creeks in their county.
In an average week, Summer Scientists made two field trips. Students visited up to three different creek sites on each trip and were accompanied by an experienced geologist who explained the different geological aspects of the rocks and landscapes the students encountered. Students had the opportunity to see creek-side restoration while learning about the process and understanding the purpose of the restoration. They also learned about cave springs, testing water for E.coli and other bacteria, and the process of grinding grain from a historic local mill. While at the sites, students took notes in journals and later used in the classroom to compose essays presenting their findings logically and sequentially.
A typical day for the Summer Scientists began at 8:30 a.m. with a nutritious breakfast followed by classroom work involving writing or scientific studies. Students would then lunch at the school and head to the only local pool for fun or participate in enrichment activities such as are or physical exercise.
Toward the end of the summer program, students were given the opportunity to create a watershed mural on the front of the main building of the local pool. The mural creation was overseen by local artists Joan Menard and John Mullens, who designed the mural based on ideas from the students. Each student participated in the creation of the mural, whether through designing layouts, peeling paint, priming walls, or drawing and painting. In addition to creating the mural, the students participated in a journalism project where they interviewed local residents on their opinion of the mural and its impact on the community.
At the completion of the program, students composed a paper, titled "Summer Science Student Report: A Close Examination of the Monroe County Watershed," which detailed their observations throughout the program.
Funding for the summer project was provided through a Project FLOW (Future Leaders of Watersheds) grant from the West Virginia Commission for National and Community Service as well as state and federal 21st Century Community Learning Center funds for the Monroe County School system. For more information about this project, or to obtain a copy of the student-written final report, please contact Sherry Swint, program coordinator for Project FLOW, at (304) 558-0111 or by emailing Sherry.L.Swint@wv.gov.
For more information about this project, please contact Ms. Sherry Swint at Project FLOW, 710 Central Ave., Charleston, WV 25302, Sherry.L.Swint@wv.gov - http://www.volunteerwv.org.
PVCS Youth Chamber Says: "Hunger is not seasonal." (Learn and Serve America Grantee)
At a Learn and Serve retreat in 2006, the PVCS Youth Chamber chose the Yavapai Food Bank as its major cause. The program developed was called the Community Food Partners. Three levels of sposorship were offered to the community. The Bronze Level required no money from the partner and the Youth Chamber provided it with a collection bin to collect nonperishable food 12 months a year. The Silver Level asked for a $125.00 donation to the Food Bank. In return, the donor received a food bin and got its 1 1/2" logo on the Youth Chamber t-shirt. The Gold Level asked for a donation of $250.00. In return, the donor received a food bin and a 3" logo on the t-shirt. As of August of 2008, we had 25 partners. The ideas of the bin, the t-shirt, and the slogan on the shirt ("Hunger is not seasonal") all came from Youth Camaber students.
For more information about this project, please contact Mr. Bill Suedmeyer, MEd. at Prescott Valley Charter School Youth Chamber, PO Box 27348, Prescott Valley, AZ 86312, suedmeyer@aol.com.
At a Learn and Serve retreat in 2006, the PVCS Youth Chamber chose the Yavapai Food Bank as its major cause. The program developed was called the Community Food Partners. Three levels of sposorship were offered to the community. The Bronze Level required no money from the partner and the Youth Chamber provided it with a collection bin to collect nonperishable food 12 months a year. The Silver Level asked for a $125.00 donation to the Food Bank. In return, the donor received a food bin and got its 1 1/2" logo on the Youth Chamber t-shirt. The Gold Level asked for a donation of $250.00. In return, the donor received a food bin and a 3" logo on the t-shirt. As of August of 2008, we had 25 partners. The ideas of the bin, the t-shirt, and the slogan on the shirt ("Hunger is not seasonal") all came from Youth Camaber students.For more information about this project, please contact Mr. Bill Suedmeyer, MEd. at Prescott Valley Charter School Youth Chamber, PO Box 27348, Prescott Valley, AZ 86312, suedmeyer@aol.com.
Free Quality Tax Preparation For Everyone (Learn and Serve America Grantee)
The Volunteer Income Tax Assistance Site (VITA) at Santa Barbara High School was the first high school to be issued an electronic filing number by the Internal Revenue Service in order to file tax returns. This VITA site prepare about six hundred to eight hundred tax returns for low income families, students, and the elderly. All tax returns are prepared at no charge and all student volunteers are certified by the IRS. By doing this, VITA provides students with valuable experience and training, while saving the community large sums of money.
For over thirteen years, the Dons Net Cafe has proudly hosted a tax service program known as VITA. Every year, students run this program to prepare the taxes of the community. At VITA, no one is discriminated against or turned away. Usually, an accountant will prepare a taxpayer's return for at least $200.00. When our customers learn that we charge nothing for quality tax preparation, they are overjoyed. One such year, a homeless man left our VITA site crying because he was treated so well and his taxes had been filed without any cost to him. Every year members of the community experience this tax site in similar ways.
The impact which VITA provides upon the community is colossal. Thousands of dollars are saved due to this tax site. Also, all students who are involved with VITA are more likely to get into the colleges they wish to go to and are more likely to get high paying jobs.
See the article.
For more information about this project, please contact Katherine Gray at Volunteer Income Tax Assistance / Santa Barbara High School, 700 East Anapamu Street Room 22, Santa Barbara, CA 93103, katherine.s.gray@gmail.com - http://sbdnc.net.
The Volunteer Income Tax Assistance Site (VITA) at Santa Barbara High School was the first high school to be issued an electronic filing number by the Internal Revenue Service in order to file tax returns. This VITA site prepare about six hundred to eight hundred tax returns for low income families, students, and the elderly. All tax returns are prepared at no charge and all student volunteers are certified by the IRS. By doing this, VITA provides students with valuable experience and training, while saving the community large sums of money. For over thirteen years, the Dons Net Cafe has proudly hosted a tax service program known as VITA. Every year, students run this program to prepare the taxes of the community. At VITA, no one is discriminated against or turned away. Usually, an accountant will prepare a taxpayer's return for at least $200.00. When our customers learn that we charge nothing for quality tax preparation, they are overjoyed. One such year, a homeless man left our VITA site crying because he was treated so well and his taxes had been filed without any cost to him. Every year members of the community experience this tax site in similar ways.
The impact which VITA provides upon the community is colossal. Thousands of dollars are saved due to this tax site. Also, all students who are involved with VITA are more likely to get into the colleges they wish to go to and are more likely to get high paying jobs.
See the article.
For more information about this project, please contact Katherine Gray at Volunteer Income Tax Assistance / Santa Barbara High School, 700 East Anapamu Street Room 22, Santa Barbara, CA 93103, katherine.s.gray@gmail.com - http://sbdnc.net.
Be Girl Scout Green (Learn and Serve America Grantee)
Through its Project FLOW (Future Leaders of Watersheds) program, the West Virginia Commission for National and Community Service provided funding to the Girl Scouts of Shawnee Council for their "Be Girl Scout Green" service-learning initiative.
Troop 362 from Hardy County has been involved with the "Be Girl Scout Green" service-learning project from the very beginning. Several of the troop members began by participating as members of a youth focus group, which provided the leadership necessary to structure the service-learning program. As a result of the focus group, a wetland management program for the White Rock Girl Scout Camp in Capon Bridge was developed. This project taught the girls how wetlands are created, the habitat they provide for animals, and the propose wetlands serve for humans. The girls charted the growth of the wetlands by measuring the land and water. They also collected macro invertebrates and amphibians to serve as a measuring gauge for animal growth in the wetlands. Girls saw the need to remove invasive species at the wetlands and have held several service projects in removal.
A Watershed Patch Program was also initiated as a result of the focus groups, including the design of a special patch for "Be Girl Scout Green" participants. Focus group participants also became the teachers of younger girls' stream monitoring, wetlands activities, and general watershed education at Girl Scout-sponsored events.
An Older Girl group from Hardy County, Troup 362 decided to learn about stream health in their community and began to monitor streams. The troop created a presentation on Save Our Streams monitoring program and contacted their Town Clerk to speak at a meeting with their Wardensville Town Council. From their presentation, the city granted permission for the troop to monitor the stream that flows through their community park. The troop also procured funding from the local Lions Club and Veterans of Foreign Wars to purchase a water testing kit and boots, due to Troop 362's dedication and recognition that watershed monitoring and sampling is an important need in the community.
For more information about this project, please contact Ms. Sherry Swint at West Virginia Commission for National and Community Service, 710 Central Ave., Charleston, WV 25302, sswint@mail.state.wv.us - http://www.volunteerwv.org.
Through its Project FLOW (Future Leaders of Watersheds) program, the West Virginia Commission for National and Community Service provided funding to the Girl Scouts of Shawnee Council for their "Be Girl Scout Green" service-learning initiative. Troop 362 from Hardy County has been involved with the "Be Girl Scout Green" service-learning project from the very beginning. Several of the troop members began by participating as members of a youth focus group, which provided the leadership necessary to structure the service-learning program. As a result of the focus group, a wetland management program for the White Rock Girl Scout Camp in Capon Bridge was developed. This project taught the girls how wetlands are created, the habitat they provide for animals, and the propose wetlands serve for humans. The girls charted the growth of the wetlands by measuring the land and water. They also collected macro invertebrates and amphibians to serve as a measuring gauge for animal growth in the wetlands. Girls saw the need to remove invasive species at the wetlands and have held several service projects in removal.
A Watershed Patch Program was also initiated as a result of the focus groups, including the design of a special patch for "Be Girl Scout Green" participants. Focus group participants also became the teachers of younger girls' stream monitoring, wetlands activities, and general watershed education at Girl Scout-sponsored events. An Older Girl group from Hardy County, Troup 362 decided to learn about stream health in their community and began to monitor streams. The troop created a presentation on Save Our Streams monitoring program and contacted their Town Clerk to speak at a meeting with their Wardensville Town Council. From their presentation, the city granted permission for the troop to monitor the stream that flows through their community park. The troop also procured funding from the local Lions Club and Veterans of Foreign Wars to purchase a water testing kit and boots, due to Troop 362's dedication and recognition that watershed monitoring and sampling is an important need in the community.
For more information about this project, please contact Ms. Sherry Swint at West Virginia Commission for National and Community Service, 710 Central Ave., Charleston, WV 25302, sswint@mail.state.wv.us - http://www.volunteerwv.org.
Service to Others: A ‘Gateway’ Asset for School Success and Healthy Development (A Learn and Serve America Grantee)
New analyses of research on 40 Developmental Assets, Search Institute’s framework for positive youth development, suggests that serving others may be a “gateway asset” that leads to many other assets and outcomes, including success in school. Indeed, when young people report engaging in the asset of service to others, they are more likely to experience more of the other assets over time, and to have more positive outcomes, including school success, because those service experiences are part of an overall web of assets that provide a strong foundation for healthy development. (Search Institute is a program advisor for the National Service-Learning Clearinghouse)
Numerous studies have shown the importance of Developmental Assets for young people’s well-being. This relationship holds true across all groups of youths studied, including young people from many racial-ethnic backgrounds, communities of all sizes, and different socioeconomic backgrounds.
While this holistic approach makes developmental sense, it also strains both theory and common sense to imagine that all 40 of the Developmental Assets are equally important for all young people and/or for all outcomes. Some assets more than others may be thought of as key influencers on other assets as well. That is, they function as “gateway” assets, with their presence making it more likely that young people will experience additional assets. Service to others is an example of this. In fact, service and service-learning theoretically can have positive effects on at least 20 of the Developmental Assets.
You will have the opportunity to explore the Developmental Assets and Service Learning at Search Institute’s 2008 Healthy Communities - Healthy Youth Conference to be held in Minneapolis, MN, November 6-8. One of the keynote presenters is Eboo Patel, Executive Director of the Interfaith Youth Core in Chicago. The conference features a full track on service learning.
In order to download a complete registration brochure and learn more about the conference, go to: www.hchy.org.
For more information about this project, please contact Liz Brekke at Search Institute, 615 Firest Ave. NE, Ste. 125, Minneapolis, MN 55413, lizb@search-institute.org.
New analyses of research on 40 Developmental Assets, Search Institute’s framework for positive youth development, suggests that serving others may be a “gateway asset” that leads to many other assets and outcomes, including success in school. Indeed, when young people report engaging in the asset of service to others, they are more likely to experience more of the other assets over time, and to have more positive outcomes, including school success, because those service experiences are part of an overall web of assets that provide a strong foundation for healthy development. (Search Institute is a program advisor for the National Service-Learning Clearinghouse)
Numerous studies have shown the importance of Developmental Assets for young people’s well-being. This relationship holds true across all groups of youths studied, including young people from many racial-ethnic backgrounds, communities of all sizes, and different socioeconomic backgrounds.
While this holistic approach makes developmental sense, it also strains both theory and common sense to imagine that all 40 of the Developmental Assets are equally important for all young people and/or for all outcomes. Some assets more than others may be thought of as key influencers on other assets as well. That is, they function as “gateway” assets, with their presence making it more likely that young people will experience additional assets. Service to others is an example of this. In fact, service and service-learning theoretically can have positive effects on at least 20 of the Developmental Assets.
You will have the opportunity to explore the Developmental Assets and Service Learning at Search Institute’s 2008 Healthy Communities - Healthy Youth Conference to be held in Minneapolis, MN, November 6-8. One of the keynote presenters is Eboo Patel, Executive Director of the Interfaith Youth Core in Chicago. The conference features a full track on service learning.
In order to download a complete registration brochure and learn more about the conference, go to: www.hchy.org.
For more information about this project, please contact Liz Brekke at Search Institute, 615 Firest Ave. NE, Ste. 125, Minneapolis, MN 55413, lizb@search-institute.org.
"Reading" Students: What I've Learned from Them
As a volunteer, I was introduced to the "I Can Read" Program by a friend of mine during my junior year of college at SIUC. My friend had told me about the opportunity of tutoring youth in reading and the program’s constant need for extra help. As an English major, I quickly jumped at the suggestion, and started volunteering two days a week. Shortly into my senior year, I had gotten heavily involved with my chapter in the AmeriCorps program. Our chapter’s goals were to tutor and mentor at-risk youth throughout the Southern Illinois community. When I wasn’t at my assigned service site, I frequently made visits to the Eurma Hayes Center to volunteer. I enjoyed the structure of the program and developed a heart for the youth the program served. My chapter even had our last service project together for the year tutoring for the program for AmeriCorps week. It was one of the first times that the youth had seen so many volunteers during the program’s session.
After I graduated, I continued to volunteer with the "I Can Read" Program for the remainder of the school year. The program director, Ms. Margaret Nesbit, told me about the Eurma Hayes Center’s plans to introduce "I Can Read" as a summer program as well. I didn’t hesitate to sign on as a volunteer, as I knew that there would be a shortage of volunteers for the summer since most students would go home during the break. During the summer program’s first week, I was surprised to see several committed individuals volunteering as instructors and felt immediately inspired. As a recently-graduated volunteer having been a teacher’s aid for AmeriCorps in the past, I was assigned the 4th—6th grade youth as the reading group I would tutor.
In my group, there were 11 students and about 9 would show up each day during the session week. At first I was intimidated, having been surrounded by youth who were considered “at-risk” both academically and socially. It made me want to try my utmost best though, and I soon learned from the youth how to reach out to students who were so different from what I was used to. Many of the students come to the program with problems carried from home, church, or summer school, and the “I Can Read” Program was seen as a refuge for them. I didn’t want to just tutor them on how to develop better reading comprehension skills, I wanted to be there for them as a mentor as well. I would often stay after the session was over and talk with my students about life, their hobbies, their interests, and their plans for the future. I used their stories to develop class projects and activities for them to do outside of the reading assignment. Each week was a different reading unit, and my group explored global studies, poverty, race and ethnicities, science, the Spanish and French languages, African and Asian cultures, and nutrition through stories, pop culture encyclopedias, and poetry. The students wrote their autobiographies, put together job resumes and reflections, created collages about people who have influenced them, and composed a book of original poems about their environment. Each day with the youth was remarkable to witness as they continued to grow in different academic fields.
The "I Can Read" Program has become a staple in the Carbondale community. It’s a great conjunction with the area elementary and middle schools in developing reading and behavioral skills. The students are given opportunities in this program to be the best they can be through dedicated volunteers and individuals who patiently encourage them to do so. The program has grown increasingly in the amount of students from all ethnic and educational backgrounds that attend, and it is a necessity that teachers, youth advocates, city officials, and community leaders know how much of an asset "I Can Read" is to youth.
For more information about this project, please contact Ms. Iesha Mona Wilson at Southern Illinois University Student Development, Carbondale, IL 62901, siuvista@sdev.siu.edu - http://www.illinoiscampuscompact.org.
As a volunteer, I was introduced to the "I Can Read" Program by a friend of mine during my junior year of college at SIUC. My friend had told me about the opportunity of tutoring youth in reading and the program’s constant need for extra help. As an English major, I quickly jumped at the suggestion, and started volunteering two days a week. Shortly into my senior year, I had gotten heavily involved with my chapter in the AmeriCorps program. Our chapter’s goals were to tutor and mentor at-risk youth throughout the Southern Illinois community. When I wasn’t at my assigned service site, I frequently made visits to the Eurma Hayes Center to volunteer. I enjoyed the structure of the program and developed a heart for the youth the program served. My chapter even had our last service project together for the year tutoring for the program for AmeriCorps week. It was one of the first times that the youth had seen so many volunteers during the program’s session.
After I graduated, I continued to volunteer with the "I Can Read" Program for the remainder of the school year. The program director, Ms. Margaret Nesbit, told me about the Eurma Hayes Center’s plans to introduce "I Can Read" as a summer program as well. I didn’t hesitate to sign on as a volunteer, as I knew that there would be a shortage of volunteers for the summer since most students would go home during the break. During the summer program’s first week, I was surprised to see several committed individuals volunteering as instructors and felt immediately inspired. As a recently-graduated volunteer having been a teacher’s aid for AmeriCorps in the past, I was assigned the 4th—6th grade youth as the reading group I would tutor.
In my group, there were 11 students and about 9 would show up each day during the session week. At first I was intimidated, having been surrounded by youth who were considered “at-risk” both academically and socially. It made me want to try my utmost best though, and I soon learned from the youth how to reach out to students who were so different from what I was used to. Many of the students come to the program with problems carried from home, church, or summer school, and the “I Can Read” Program was seen as a refuge for them. I didn’t want to just tutor them on how to develop better reading comprehension skills, I wanted to be there for them as a mentor as well. I would often stay after the session was over and talk with my students about life, their hobbies, their interests, and their plans for the future. I used their stories to develop class projects and activities for them to do outside of the reading assignment. Each week was a different reading unit, and my group explored global studies, poverty, race and ethnicities, science, the Spanish and French languages, African and Asian cultures, and nutrition through stories, pop culture encyclopedias, and poetry. The students wrote their autobiographies, put together job resumes and reflections, created collages about people who have influenced them, and composed a book of original poems about their environment. Each day with the youth was remarkable to witness as they continued to grow in different academic fields.
The "I Can Read" Program has become a staple in the Carbondale community. It’s a great conjunction with the area elementary and middle schools in developing reading and behavioral skills. The students are given opportunities in this program to be the best they can be through dedicated volunteers and individuals who patiently encourage them to do so. The program has grown increasingly in the amount of students from all ethnic and educational backgrounds that attend, and it is a necessity that teachers, youth advocates, city officials, and community leaders know how much of an asset "I Can Read" is to youth.
For more information about this project, please contact Ms. Iesha Mona Wilson at Southern Illinois University Student Development, Carbondale, IL 62901, siuvista@sdev.siu.edu - http://www.illinoiscampuscompact.org.
Service to Others: A ‘Gateway’ Asset for School Success and Healthy Development (A Learn and Serve America Grantee)
New analyses of research on 40 Developmental Assets, Search Institute’s framework for positive youth development, suggests that serving others may be a “gateway asset” that leads to many other assets and outcomes, including success in school. Indeed, when young people report engaging in the asset of service to others, they are more likely to experience more of the other assets over time, and to have more positive outcomes, including school success, because those service experiences are part of an overall web of assets that provide a strong foundation for healthy development. (Search Institute is a program advisor for the National Service-Learning Clearinghouse)
Numerous studies have shown the importance of Developmental Assets for young people’s well-being. This relationship holds true across all groups of youths studied, including young people from many racial-ethnic backgrounds, communities of all sizes, and different socioeconomic backgrounds.
While this holistic approach makes developmental sense, it also strains both theory and common sense to imagine that all 40 of the Developmental Assets are equally important for all young people and/or for all outcomes. Some assets more than others may be thought of as key influencers on other assets as well. That is, they function as “gateway” assets, with their presence making it more likely that young people will experience additional assets. Service to others is an example of this. In fact, service and service-learning theoretically can have positive effects on at least 20 of the Developmental Assets.
You will have the opportunity to explore the Developmental Assets and Service Learning at Search Institute’s 2008 Healthy Communities - Healthy Youth Conference to be held in Minneapolis, MN, November 6-8. One of the keynote presenters is Eboo Patel, Executive Director of the Interfaith Youth Core in Chicago. The conference features a full track on service learning.
In order to download a complete registration brochure and learn more about the conference, go to: www.hchy.org.
For more information about this project, please contact Liz Brekke at Search Institute, 615 Firest Ave. NE, Ste. 125, Minneapolis, MN 55413, lizb@search-institute.org.
New analyses of research on 40 Developmental Assets, Search Institute’s framework for positive youth development, suggests that serving others may be a “gateway asset” that leads to many other assets and outcomes, including success in school. Indeed, when young people report engaging in the asset of service to others, they are more likely to experience more of the other assets over time, and to have more positive outcomes, including school success, because those service experiences are part of an overall web of assets that provide a strong foundation for healthy development. (Search Institute is a program advisor for the National Service-Learning Clearinghouse)
Numerous studies have shown the importance of Developmental Assets for young people’s well-being. This relationship holds true across all groups of youths studied, including young people from many racial-ethnic backgrounds, communities of all sizes, and different socioeconomic backgrounds.
While this holistic approach makes developmental sense, it also strains both theory and common sense to imagine that all 40 of the Developmental Assets are equally important for all young people and/or for all outcomes. Some assets more than others may be thought of as key influencers on other assets as well. That is, they function as “gateway” assets, with their presence making it more likely that young people will experience additional assets. Service to others is an example of this. In fact, service and service-learning theoretically can have positive effects on at least 20 of the Developmental Assets.
You will have the opportunity to explore the Developmental Assets and Service Learning at Search Institute’s 2008 Healthy Communities - Healthy Youth Conference to be held in Minneapolis, MN, November 6-8. One of the keynote presenters is Eboo Patel, Executive Director of the Interfaith Youth Core in Chicago. The conference features a full track on service learning.
In order to download a complete registration brochure and learn more about the conference, go to: www.hchy.org.
For more information about this project, please contact Liz Brekke at Search Institute, 615 Firest Ave. NE, Ste. 125, Minneapolis, MN 55413, lizb@search-institute.org.
Kids Go Over the Top
Resources for Health's Roots & Shoots program is affiliated with the Jane Goodall Institute's network of service-learning groups around the world. In our group, families take action to care for their communities, the environment, and animals through service-learning projects.
Another local nonprofit organization, Breaking UP Walls (www.breakingupwalls.org), is coordinating this project in which our group and others are participating. We are making care packages for a community of homeless youth who live under a bridge in a barrio in South Phoenix. These young people are without homes and families and have not been able to find help through the various "systems”. The care packages include snack, hygiene, and comfort items assembled in pillow cases that our kids have artfully decorated. The care packages also include sleeping mats made from recycled jeans.
For more information about this project, please contact Anne Goldfeld, MSW, MPH, at Resources for Health Roots & Shoots, 7900 E. Princess Dr., #1180, Scottsdale, AZ 85255-5861, rootsnshoots@resourcesforhealth.org - http://www.resourcesforhealth.org - http://www.breakingupwalls.org.
Resources for Health's Roots & Shoots program is affiliated with the Jane Goodall Institute's network of service-learning groups around the world. In our group, families take action to care for their communities, the environment, and animals through service-learning projects.
Another local nonprofit organization, Breaking UP Walls (www.breakingupwalls.org), is coordinating this project in which our group and others are participating. We are making care packages for a community of homeless youth who live under a bridge in a barrio in South Phoenix. These young people are without homes and families and have not been able to find help through the various "systems”. The care packages include snack, hygiene, and comfort items assembled in pillow cases that our kids have artfully decorated. The care packages also include sleeping mats made from recycled jeans.
For more information about this project, please contact Anne Goldfeld, MSW, MPH, at Resources for Health Roots & Shoots, 7900 E. Princess Dr., #1180, Scottsdale, AZ 85255-5861, rootsnshoots@resourcesforhealth.org - http://www.resourcesforhealth.org - http://www.breakingupwalls.org.
Greenhouses by Wayne County Community Learning Centers (A Learn and Serve America Subgrantee)
Greenhouses by Wayne County Community Learning Centers (WCCLC) project for enhancing the beautification and neighborhood improvement has collaborated with the students in the 21st Century CKCLC to expand their activities by building a greenhouse on site to help them to keep the gardens going year around. Our students currently are working on a garden at their sites and will donate the produce to the local food bank, during reflections the students have come up with ideas for the next step of their gardening and beautification projects. Our greenhouse project will enable the students to have year round planting to better support their gardening and beautification community projects. The group will construct greenhouses on site as well as help repair and update the existing greenhouse at Buffalo Elementary. They will, as a group, learn the vegetation and how it grows by having an expert greenhouse owner come and demonstrate what grows in the area. They will also have volunteers from AmeriCorps, community, parents and grandparents. The students will keep data in their journals, on what will grow in the area, what they will need to grow this type of vegetation, which person(s) will take daily care of the greenhouse, and as a group keep measurements of the plants for reflection. The staff will be responsible for keeping the students on task and the children will be responsible for the property and care giving to the plants.
Greenhouses by WCCLC project will enhance the program of Gardens by CKCLC by allowing the children to work in the greenhouse everyday and have ownership in a garden all year long. In addition to the beautification and gardening projects the students will assess community needs and choose four additional community service projects. Examples of current projects the group is participating in; collecting cell phones for the retirement homes; sending packages to the military; and continue working with the Huntington City Mission. The students will do community need surveys to determine additional projects.
For more information about this project, please contact Mrs. Lori Murdock at Playmates Child Development Center/ 21st Century Wayne County Community Learning Centers, 3603 Piedmont Rd., N., Huntington, WV 25704, wvlac@aol.com - http://www.playmates-childcare.com.
Greenhouses by Wayne County Community Learning Centers (WCCLC) project for enhancing the beautification and neighborhood improvement has collaborated with the students in the 21st Century CKCLC to expand their activities by building a greenhouse on site to help them to keep the gardens going year around. Our students currently are working on a garden at their sites and will donate the produce to the local food bank, during reflections the students have come up with ideas for the next step of their gardening and beautification projects. Our greenhouse project will enable the students to have year round planting to better support their gardening and beautification community projects. The group will construct greenhouses on site as well as help repair and update the existing greenhouse at Buffalo Elementary. They will, as a group, learn the vegetation and how it grows by having an expert greenhouse owner come and demonstrate what grows in the area. They will also have volunteers from AmeriCorps, community, parents and grandparents. The students will keep data in their journals, on what will grow in the area, what they will need to grow this type of vegetation, which person(s) will take daily care of the greenhouse, and as a group keep measurements of the plants for reflection. The staff will be responsible for keeping the students on task and the children will be responsible for the property and care giving to the plants.
Greenhouses by WCCLC project will enhance the program of Gardens by CKCLC by allowing the children to work in the greenhouse everyday and have ownership in a garden all year long. In addition to the beautification and gardening projects the students will assess community needs and choose four additional community service projects. Examples of current projects the group is participating in; collecting cell phones for the retirement homes; sending packages to the military; and continue working with the Huntington City Mission. The students will do community need surveys to determine additional projects.
For more information about this project, please contact Mrs. Lori Murdock at Playmates Child Development Center/ 21st Century Wayne County Community Learning Centers, 3603 Piedmont Rd., N., Huntington, WV 25704, wvlac@aol.com - http://www.playmates-childcare.com.
Leadership Students Reconnecting with Native Community (A Learn and Serve America Subgrantee)
Does service learning support and boost academic achievement? This is a question that educators and administrators seek to answer—intrinsically, those teachers who participate in service learning know that it does, but finding solid, black and white evidence to document that fact is sometimes difficult. But for Navajo students of the STAR School, service learning also reconnects them to their community, their elders, their culture and their language. Their efforts over the past few years prove that service learning and academic achievement go hand in hand. Where many schools undertake one project, STAR students took on five very demanding projects. And their efforts have paid off for them.
On March 2, ten STAR students entered seven divisions of the Navajo Nation Science Fair in Window Rock. STAR students placed in six of the seven. Kee Wilson took first place in the Botany division, Afton Solomon placed first in Computer Science, Kyle Begay took first place in Earth Science, Crystal Drake took third in Social and Behavioral Sciences, Brandon Montour took second in Physics, and Kennedy Slowtalker took second in Engineering. The following Monday, Mar. 5, the Learn and Serve project directors at the school received a phone call from Governor Janet Napolitano’s office, learning that their leadership students had won the Governor’s Award for Volunteerism in the youth division. Of the eight leaders, four placed in the science fair. Another science fair winner serves as a leadership co-pilot. The students who will be accepting the Governor’s Award are: Paris Dixon, Hunter Bruner, Crystal Drake, Burrell Jones, Brandon Montour, Afton Solomon, Kee Wilson and Keshia Yazzie.
Wilson said that he didn’t expect to place in the science fair, so taking first place was a real surprise. Wilson’s project measured the drought resistancy of traditional indigenous seeds as compared to commercial seeds found in popular seed catalogues, proving that the heirloom seeds were superior not only for their ability to sprout in the dry climate of the Navajo reservation. They are also healthier. “Sweet corn has a lot of sugar in it as compared to heirloom blue flour corn. Eating our traditional corn helps prevent diabetes,” Wilson explained. “Gardening also gives you the opportunity to exercise, which also prevents diabetes.” “I am excited that we won the Governor’s Award,” Wilson admitted. “That was another surprise. I like service learning because we get to go out and help our community. I feel that this improves my attitude towards school.”
Afton Solomon’s project involves assisting elders at a local nursing home and in far-flung sheep camps across the Leupp, Grand Falls and Canyon Diablo area. She took first place in the science fair for her project on earthquakes. “I was surprised that I took first place in the Computer Science division of the Navajo Nation Science Fair because there were at least six other people in my category that I thought were better than mine,” Solomon said. Solomon was also surprised to learn that the Elder Care Project had been recognized with the Governor’s Award for Volunteerism. “I thought we weren’t being recognized for our work, but now I know we are,” Solomon said. “I think that doing service learning helps me a lot because I know that I’m doing something at my school instead of just sitting in class at time, and thinking of other people instead of myself.”
Brandon Montour and Burrell Jones co-lead a project designed to repair homes for the elderly. They led an effort on March 28, joined by students of Prescott Valley Charter School – winners of last year’s Governor’s Award for Youth Volunteerism—to build a handicapped ramp for a community elder. This was what is hoped to be the beginning of an Arizona Learn and Serve Visitation Project.
Crystal Drake, who has led the firewood hauling project—an effort that kept at least two Navajo elders from having to go to a nursing home over the winter—said that she didn’t want to go to the science fair. “I don’t really like science,” Drake admitted. “I don’t think my project helps me with math or stuff like that, but going out to help elders makes me want to come to school,” Drake said. “I like that we get to help the elders and get out in the community. I feel like our work is really appreciated.”
Dr. Mark Sorensen and his wife Kate founded the STAR School—a small charter school located about 35 miles northeast of Flagstaff—on the principle of service learning. Tom Tomas, who teaches the seventh and eighth grade, is excited about science and service learning. Tomas believes that service learning is valuable to academic achievement. “I have observed that our students are very strong in scientific investigation, and applying science to the real world,” Tomas said.
For more information about this project, please contact Sandra Wilson, Learn and Serve -- STAR School Elder Help Project, 145 Leupp Rd., Flagstaff, AZ 86004, isnalamanij@yahoo.com - http://www.starschool.org.
Does service learning support and boost academic achievement? This is a question that educators and administrators seek to answer—intrinsically, those teachers who participate in service learning know that it does, but finding solid, black and white evidence to document that fact is sometimes difficult. But for Navajo students of the STAR School, service learning also reconnects them to their community, their elders, their culture and their language. Their efforts over the past few years prove that service learning and academic achievement go hand in hand. Where many schools undertake one project, STAR students took on five very demanding projects. And their efforts have paid off for them.
On March 2, ten STAR students entered seven divisions of the Navajo Nation Science Fair in Window Rock. STAR students placed in six of the seven. Kee Wilson took first place in the Botany division, Afton Solomon placed first in Computer Science, Kyle Begay took first place in Earth Science, Crystal Drake took third in Social and Behavioral Sciences, Brandon Montour took second in Physics, and Kennedy Slowtalker took second in Engineering. The following Monday, Mar. 5, the Learn and Serve project directors at the school received a phone call from Governor Janet Napolitano’s office, learning that their leadership students had won the Governor’s Award for Volunteerism in the youth division. Of the eight leaders, four placed in the science fair. Another science fair winner serves as a leadership co-pilot. The students who will be accepting the Governor’s Award are: Paris Dixon, Hunter Bruner, Crystal Drake, Burrell Jones, Brandon Montour, Afton Solomon, Kee Wilson and Keshia Yazzie.
Wilson said that he didn’t expect to place in the science fair, so taking first place was a real surprise. Wilson’s project measured the drought resistancy of traditional indigenous seeds as compared to commercial seeds found in popular seed catalogues, proving that the heirloom seeds were superior not only for their ability to sprout in the dry climate of the Navajo reservation. They are also healthier. “Sweet corn has a lot of sugar in it as compared to heirloom blue flour corn. Eating our traditional corn helps prevent diabetes,” Wilson explained. “Gardening also gives you the opportunity to exercise, which also prevents diabetes.” “I am excited that we won the Governor’s Award,” Wilson admitted. “That was another surprise. I like service learning because we get to go out and help our community. I feel that this improves my attitude towards school.”
Afton Solomon’s project involves assisting elders at a local nursing home and in far-flung sheep camps across the Leupp, Grand Falls and Canyon Diablo area. She took first place in the science fair for her project on earthquakes. “I was surprised that I took first place in the Computer Science division of the Navajo Nation Science Fair because there were at least six other people in my category that I thought were better than mine,” Solomon said. Solomon was also surprised to learn that the Elder Care Project had been recognized with the Governor’s Award for Volunteerism. “I thought we weren’t being recognized for our work, but now I know we are,” Solomon said. “I think that doing service learning helps me a lot because I know that I’m doing something at my school instead of just sitting in class at time, and thinking of other people instead of myself.”
Brandon Montour and Burrell Jones co-lead a project designed to repair homes for the elderly. They led an effort on March 28, joined by students of Prescott Valley Charter School – winners of last year’s Governor’s Award for Youth Volunteerism—to build a handicapped ramp for a community elder. This was what is hoped to be the beginning of an Arizona Learn and Serve Visitation Project.
Crystal Drake, who has led the firewood hauling project—an effort that kept at least two Navajo elders from having to go to a nursing home over the winter—said that she didn’t want to go to the science fair. “I don’t really like science,” Drake admitted. “I don’t think my project helps me with math or stuff like that, but going out to help elders makes me want to come to school,” Drake said. “I like that we get to help the elders and get out in the community. I feel like our work is really appreciated.”
Dr. Mark Sorensen and his wife Kate founded the STAR School—a small charter school located about 35 miles northeast of Flagstaff—on the principle of service learning. Tom Tomas, who teaches the seventh and eighth grade, is excited about science and service learning. Tomas believes that service learning is valuable to academic achievement. “I have observed that our students are very strong in scientific investigation, and applying science to the real world,” Tomas said.
For more information about this project, please contact Sandra Wilson, Learn and Serve -- STAR School Elder Help Project, 145 Leupp Rd., Flagstaff, AZ 86004, isnalamanij@yahoo.com - http://www.starschool.org.
